E mpowering S taff T hrough I nstitute P lanning (ESTIP) Academic managers workshop Institute Name: XXXXXX Presenter: XXXXXX Date: XXXXXX

© institutes of technology ireland 2009 Programme introduction  Personal introduction  Outline six programmes

© institutes of technology ireland 2009 Programme introduction Overall learning outcomes  Develop skills for effectively reviewing & managing the delivery of operational plans  Understanding of the current position in existing planning processes in the institute  Develop knowledge of other planning processes  Understanding for the need & benefits of empowering staff in institute planning processes  Understanding of the need to integrate academic & operational planning  Developed team working & consensus decision making skills  Develop a 360 degree awareness of planning processes

© institutes of technology ireland 2009 Programme introduction Workshop structure (Day 1) –Introduction to ESTIP –Mapping current planning processes –Common planning problems –Case study –Exploring & selecting planning approaches –ESTIP planning model

© institutes of technology ireland 2009 Programme introduction  Workshop structure (Day 2) –Exercise in integrated planning –Integrating PMDS into planning processes –Integrated planning case study –Final half day: to be defined by the group or institute

© institutes of technology ireland 2009 Introduction to ESTIP ESTIP Phase 1: Requirement & methodology –Review best practice in the sector –Review national & international best practice –Prepare a reference manual for guidance, without being prescriptive, capturing lessons learned & best practice

© institutes of technology ireland 2009 Introduction to ESTIP  ESTIP research – key findings (national) –Poor pre-planning of processes –Disconnection between consultation phase & written up strategic plan –Minimal operational plans –Low sense of ownership of strategic plans –(Note: Some of these will be covered in greater detail later in the workshop)

© institutes of technology ireland 2009 Introduction to ESTIP ESTIP research – key findings (international)  External factors changing the way of strategic planning  Increasing control over policies & programmes  Pressures for rationalisaton & co-operation between institutions  Move towards simpler strategic plans & shorter term plans with capability for being updated annually  Operational planning & structured performance reviews becoming normal practice  Long term environmental scanning is increasingly being done on a continuous watching brief basis

© institutes of technology ireland 2009 Introduction to ESTIP ESTIP research – key findings (international)  Move towards simplified, ongoing stakeholder consultation  High level themes/goals are being developed by senior management after consultation with staff & other stakeholders. Staff involvement is focused on the development & updating of annual operating plans  Some institutions moving towards a PMDS type of approach but none studied have gone the whole way in this direction

© institutes of technology ireland 2009 Introduction to ESTIP  The ESTIP framework – handbook & reference manual –Handbook provides a detailed outline of manual –Reference manual provides wide ranging details to be referenced as required

© institutes of technology ireland 2009 Introduction to ESTIP Reference manual content  Section 1 –Detailed introduction to the framework & how best to make use of it  Section 2 –Conceptual framework if the general types of strategic plans & three broad approaches to conducting the planning process  Section 3 –Detail of the ESTIP manual & the four phases:  Phase 1 – Pre-planning  Phase 2 – Data collection  Phase 3 – Plan development  Phase 4 – Manage & implement plans  Section 4 –Training competency framework for management & staff  Section 5 –Eight appendices referenced in the document

© institutes of technology ireland 2009 Introduction to ESTIP  ESTIP planning model – an overview

© institutes of technology ireland 2009 Introduction to ESTIP  The training programmes in the context of the ESTIP project (graphics on the next two slides)

 Identify a co-ordinator for the programmes  Indicate the preparation required for the managers’ programmes  Schedule dates & locations Identify specific outputs required (if possible at this stage) Preparation in advance of programme delivery Delivery of Executive programme  Identify any specific outputs required from the managers training programmes  Identify the type of plans required  Identify the broad type of planning process to be used Delivery of services managers programme Delivery of academic managers programme  Put forward ideas for the final planning process to be used

© institutes of technology ireland 2009 Delivery of all staff awareness  Staff consider ways in which they would like to be involved in planning process  Executive decides on …..  final make up of steering group?  draft TOR for steering group Delivery of Steering group programme  Steering groups final TOR.  Initial detailed steps in process.  Initial working groups to be formed. Delivery of working groups programme Start the Planning process

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 Mapping current planning processes Aim: To identify the principal steps involved in: 1. Planning new academic programmes. 2. Developing a strategic plan. Divide into two sub-groups, taking a topic each. (Outputs illustrated on next two slides)

© institutes of technology ireland 2009 Mapping current planning processes

© institutes of technology ireland 2009 Mapping current planning processes

© institutes of technology ireland 2009 Common planning problems Aim: –To review the most common problems identified in the ESTIP research phase –To identify ones relevant to your institute –To consider options for resolving/ minimising problems in a new planning process

© institutes of technology ireland 2009 Common planning problems Table 2: Level of respondent’s involvement in strategic plan development Table 4: Respondents views on level of follow up in the development of the strategic plan

© institutes of technology ireland 2009 Common planning problems Table 5: Level of satisfaction of respondents with their level of involvement in strategic plan development Table 7: Agreement of respondents that they feel a strong sense of ownership of the strategic plan due to the empowerment felt from the process used to develop it

© institutes of technology ireland 2009 Common planning problems. Table 9: Level of agreement of respondents with the view that there should be greater staff involvement in the strategic planning process Table 10: Level of involvement of respondents in operational planning at School/ Department/ Functional area

© institutes of technology ireland 2009 Common planning problems Table 11: Level of satisfaction of respondents with their level of involvement in operational plan development at School/ Department/ Functional area Table 13: Respondents views on the level of follow that exists in operational plan development in their School/ Department/ Functional area

© institutes of technology ireland 2009 Common planning problems Table 14: Level of agreement with the statement that there needs to be a greater level of staff involvement in the operational plan development in their School/ Department/ Functional area

© institutes of technology ireland 2009 Common planning problems Lessons learned from survey qualitative responses  Put time, resources, support & facilitation into the process.  Learn from international best practice  Develop better information sharing & communication around strategic planning  Develop a cyclical model of strategic planning which includes emphasis on prioritisation, follow up, implementation & measurement of outcomes  Ensure that there is appropriate development of the skills needed to engage in a strategic planning process  Staff believe that the next strategic planning process they are involved in must provide for genuine involvement & really focus on follow through/ delivery

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 Academic planning case study  Divide into groups of 4/5  Take 20 minutes to discuss the scenario provided & answer the questions posed  Following sub group consideration, discuss each groups findings in a plenary session (30 minutes)

© institutes of technology ireland 2009 Planning approaches  To review in outline the three broad planning approaches set out in the ESTIP manual

© institutes of technology ireland 2009 Classic

© institutes of technology ireland 2009 Rolling

© institutes of technology ireland 2009 Combined

© institutes of technology ireland 2009 Picking a planning approach  Divide into three groups of 4/5  Requirement: (20 minutes) –Advantages of the proposed planning process –Disadvantages of the proposed process –Identify practical problems with involving staff in this type of planning process. –Identify options to overcome the potential problems, to ensure maximum involvement of staff in the planning process.  Plenary feedback (25 minutes)

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 The ESTIP planning model - Optimising staff engagement Part 1: (30 minutes)  Divide into your respective schools  Review phase 2: Data collection & phase 3: Plan development of the ESTIP model  Identify up to five key points that could be applied within your school to enhance staff empowerment

© institutes of technology ireland 2009 The ESTIP planning model - Optimising staff engagement Part 2: (30 minutes)  Plenary feedback & discussion of the key points identified by each group

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 Summary & wrap up

© institutes of technology ireland 2009 Day 2 introduction Review key points from previous day

© institutes of technology ireland 2009 Day 2 Programme outline  Integrated planning exercise  Integrating PMDS into planning processes  Case study in integrated planning  Afternoon to be define by institute of group, as required

© institutes of technology ireland 2009 Exercise – Integrated planning  Short brain storm (<5 minutes) – identify the functional areas that would have specialised contribution to make to planning the future development of the institute  Divide into three sub groups  Allocate a number of functional areas to each sub group

© institutes of technology ireland 2009 Exercise – Integrated planning Requirement : (Part 1 – Academic planning) (30 minutes)  Consider in turn each functional area you’ve been given. Answer the following: –What information or expertise would each functional area have which would help inform a particular planning stage in the overall planning process? –What information could come out of a planning stage, which would affect a functional area & which they would need to be informed about & may have a response to?

© institutes of technology ireland 2009 Exercise – Integrated planning  Record on post-its, each functional area & the information going to it or coming from it, in respect of each stage of the academic planning process  Post the post-its on the (academic) wall planner from yesterday

© institutes of technology ireland 2009 Exercise – Integrated planning Requirement: (Part 2 – Strategic planning) (30 minutes)  Repeat the process for strategic planning, with post-its going onto the strategic planning wall chart from the previous day

© institutes of technology ireland 2009 Exercise – Integrated planning Discussion (15 minutes)  What interdependencies are evident from that exercise?

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 Integrating PMDS in planning processes  Divide into respective schools (20 minutes) –Review the ESTIP manual for references to PMDS, TDP & PDP –Record up to five specific ideas which could be implemented in your school during strategic & operational planning processes  Plenary feedback & discussion (25 minutes)

© institutes of technology ireland 2009 Case study – integrated planning (DIT)  Review the overall approach  Review the resources & structures available  Discuss applicability & potential aspects for local adoption

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 Final afternoon  Content determined by the overall outputs required by the institute/ group  Alternative - An operational planning case study is provided if the group want to explore this aspect of planning in more detail

© institutes of technology ireland 2009 Personal learning log  Record any personal comments or observations so far, relating to ideas or thoughts for improving staff empowerment through institute planning

© institutes of technology ireland 2009 Final summary  Review programme & outcomes  Complete assessment sheets